Bloom's Taxonomy

1. Knowledge Level
   • Memorizing and identifying facts. It provides the basis for greater learning.
   • Ranges from specific facts to information about complex theories.
   1. Knowledge of Species
      1. Knowledge of Terminology - definitions
      2. Knowledge of Specific Facts - dates, events, persons, places, etc.
   2. Knowledge of Ways and Means of Dealing with Specifics
      1. Knowledge of Conventions - awareness of accepted means for dealing with information or situations
      2. Knowledge of Trends and Sequences - knowledge of various phenomena in relation to time
      3. Knowledge of Classifications and Categories - remembering groups of information
      4. Knowledge of Criteria - awareness of criteria
      5. Knowledge of Methodology - awareness of several methods or processes
      6. Knowledge of the Universals and Abstractions in a Field - knowledge of principles, generalizations, theories, and structures
2. Comprehension
   • Focuses on meaning and intent of the material. The ability to understand th literal meaning of the subject matter.
   1. Translation
      1. Repeat what author said, using learner's words
      2. Translation of foreign language into another language
      3. Translation of technical terms to layman's terms
   2. Interpretation
      1. Make the material meaningful
      2. Rearrange the material by order of significance
      3. Relate information to new situations
   3. Extrapolation
      1. Extend abilities of translation and interpretation to determine consequences based on original communication
3. Application
   • Applying what has been learned to other situations and learning tasks.
   • When application is developed, it is likely to be one of the more permanent acquisitions in learning.
   1. Knowledge which has problem solving power, transferable to situations
   2. Deal with whole ideas and skills, rather than solely with parts
   3. Includes a minimum of instructions; part of the problem is the student determining which technique to utilize to solve the problem
4. Analysis
   • Requires the student to "see" the underlying ideas, devices and workings of a document or communication.
   • Necessary for deeper understand when decisions are being reached and problems are being attacked.
   • When analyzing abilities are attained, they can be applied to new problems in creative ways.
   1. Analysis of Elements - the student is expected to break down material into parts, then identify and clasify parts
   2. Analysis of Relationships - determine connection and interaction between parts.
   3. Analysis of Organizational Principles - determine author's general conception of a field inorder to better comprehend the meaning of the material
5. Synthesis
   • Encourages students to think creatively and make original conclusions. The ability to put parts and elements together in a form new to the student.
   • Most clearly provides for creative behavior by the learner, while the work is still expected to be within the limits set by the theories or methocs.
   1. Production of a Unique Communication - student originates a product that procudes their original feelings, should represent the student's thinking.
   2. Production of a Plan - requires the student to produce a plan or solution to a particular situation.
   3. Derivation of a Set of Abstract Relations - requires students to a way to explain how a system of classification is reached
6. Evaluation
   • Requires students to make a judgement about something, using criteria or a standard for making the judgement.
   1. Evaluation in Terms of Internal Evidence - requires students to analuze data and conclusions for logical accuracy consistency and other criteria
   2. Evaluation in Terms of External Criteria - focus is on having students apply known criteria to judge situations or conditins that they encounter.